Highly Qualified Teacher (HQT) Plan

Connecticut

Requirement 1: The revised plan must provide a detailed analysis of the core academic subject classes in the State that are currently not
being taught by highly qualified teachers.

Question: Does the revised plan include an analysis of classes taught by teachers who are not highly qualified? Is the analysis based on
accurate classroom level data?
Actions/Strategies Timeline Indicators of Success
The Connecticut State Department of Education (CSDE)
will perform its highly qualified teacher (HQT) analysis at
the end of the 2005-06 school year. In order to comply with
the requirements resulting from the federal Title II, Part A
monitoring visit, the CSDE has revised the HQT analysis
criteria that will be described in detail below:

 The CSDE currently collects full-time equivalent (FTE) Completed Conversion formula developed and implemented and data
data for each subject a teacher teaches. The CSDE has reported to USDOE using classes taught versus full-time
collected a stratified random sample of course rosters in equivalents. Detailed analysis attached.
order to develop a methodology whereby the FTE data can
be converted into accurate classroom-level data. Based on
the findings, at the elementary level, an FTE of 1.0 will be
recoded as one classroom. At the secondary level, an FTE
of 1.0 will be recoded as five classes. As a further example,
if a teacher is teaching biology 80 percent of the time and
chemistry 20 percent of the time, the biology FTE will be
recoded as four classes, and the chemistry FTE will be
recoded as one class.
 Per the recommendations of the USDOE, CSDE recently Completed Beginning July 1, 2006, all new DSAP applicants will be
revised our requirements for our alternate route program awarded a DSAP only after demonstrating successful
entitled “Durational Shortage Area Permits” (DSAP); completion of the appropriate content area Praxis II or
CSDE now requires all new applicants to have successfully ACTFL exam.
passed the Praxis II (or ACTFL for world languages) exam
prior to being awarded a DSAP and entering the classroom.

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 CSDE’s high objective uniform state standard evaluation HOUSSE Plan All veteran teachers and special education teachers, who
(HOUSSE) process for documenting that veteran teachers formally accepted are HOUSSE candidates will complete HOUSSE by the
and special education teachers demonstrate content by USDOE on end the 2006-07 school year
knowledge has been accepted by the USDOE; CSDE’s June 19, 2006
HOUSSE process requires all veteran teachers who do not
hold a major or master’s degree in the content area(s) they
teach to complete HOUSSE. All special education teachers By the end of the HOUSSE completed for veteran teachers and special
who serve as the primary instructor of any core academic 2006-07 school education teachers
content area must demonstrate content knowledge through year
the HOUSSE process also.
 The CSDE has collected and validated the federally Completed Data system rules developed to match these criteria when
mandated quality indicators that will be used in calculating HQT data for each district and school. Detailed
conjunction with the existing certified staff file data in the analysis attached
HQT analysis. In order for teachers teaching core academic
subjects to be considered highly qualified, these teachers
must not only hold a bachelor’s degree and be fully
certified in the content area, but also must:
• have a college major in the subject(s) they are teaching;
or
• hold a master’s degree in the content area they are
teaching; or
• have passed a content exam for each subject(s) they
teach; or
• have successfully completed HOUSSE for each
subject(s) they teach.

The 2005-06 HQT analysis will rely on the above quality Completed Non-HQT DSAPS factored into detailed HQT analysis
indicators to determine the highly qualified status of veteran
teachers and special education teachers who did not pass a
content exam when they first obtained certification. Also in
response to the Title II, Part A monitoring findings, the 2005-
06 HQT analysis will automatically assign a status of not
highly qualified to teachers working under Durational
Shortage Area Permits (DSAPs) unless those teachers have
passed a content exam.

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 Summary Data

Analysis of Classes Taught by Teachers Who Are Not Highly Qualified

Of the 128,318 core academic classes taught in Connecticut, 4,110 (3.2%) were taught by not highly qualified teachers.

Of Connecticut’s 1,049 schools, 462 (44.0%) had classes taught by not highly qualified teachers, while 587 schools (56.0%) had no classes taught
by not highly qualified teachers.

The CSDE has identified 234 schools (22.3% - highlighted in yellow in the attached table) that fell below the goal of 96% HQT. These schools
will receive priority attention in order to meet the 100% HQT goal by the end of the 2006-2007 school year.

See attached table named “HR1 N_Classes_FTEs_NHQ by Dist_Sch with Percent/Worksheet HR1 N_Classes NHQ with Percent” for the full
list of schools.

The twenty schools with the highest percentage of classes taught by NHQ teachers are listed below:

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 Total N Core Academic % Core Academic
Core Classes Classes
Academic Taught by Taught by
Dist Sch District School Classes NHQ Teachers NHQ Teachers
281 1Elm City College Elm City College 53 29 54.7
282 60Stamford Academy Stamford Academy 60 30 50.0
151 10Waterbury Brooklyn Elementary School 26 10 39.2
64 11Hartford Kinsella School 117 36 30.8
93 65New Haven Polly T. McCabe Center 21 6 29.3
15 42Bridgeport Curiale School 159 45 28.3
277 1Highville Mustard Seed Highville Mustard Seed Charter School 40 11 27.8
64 19Hartford Milner School 86 23 26.7
270 1Side By Side Side By Side Community School 29 8 25.9
93 9New Haven Davis 21st Century Magnet Elementary School 42 10 24.1
93 70New Haven New Haven Academy 66 15 22.9
93 69New Haven Riverside Educational Academy 95 20 21.1
15 26Bridgeport Roosevelt School 123 25 20.3
15 10Bridgeport Luis Munoz Marin School 197 40 20.3
163 69Windham Windham Academy 25 5 20.0
57 9Greenwich Old Greenwich School 60 12 20.0
64 64Hartford Greater Hartford Classical Magnet School 176 35 19.9
64 53Hartford Dr. Joseph Bellizzi Middle School 251 50 19.9
15 9Bridgeport Garfield School 41 8 19.5

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Question: Does the analysis focus on the staffing needs of schools that are not making AYP? Do these schools have high percentages of
classes taught by teachers who are not highly qualified?
The CSDE identifies schools that are not making AYP based Annual analysis, Produce and disseminate annual HQT report to districts and
on the Connecticut Mastery Test (CMT) scores and the beginning with schools by November of each year, as part of the State
Connecticut Academic Performance Test (CAPT) scores in the 2005-06 data, NCLB Report Cards. The HQT report will relate to the
August of each year. The CMT is administered in grades 3 will be completed current AYP status.
through 8, and the CAPT is administered in grade 10. The by Oct. of each
percentage of classes in each school being taught by non-HQT year
will be determined. Then, an analysis will be performed to
determine if a higher percent of classes are being taught by Semi-annual Districts provided HQT data twice during the year. HQT
non-HQTs in schools not making AYP than in schools making Update Jan/Feb analysis focused first on districts not meeting the current
AYP. (2005-06 96%, 2006-07 100%) HQT benchmark.

NOTE: The CSDE obtained 2005-2006 AYP data earlier than HQT analysis report presented to State Board in November.
anticipated from its testing contractor, who experienced
technical difficulties in scoring the CAPT exam. Therefore, the
CSDE is able to provide data to LEAs in a more timely
manner.

Summary Data
Analysis of Classes Taught by Teachers Who Are Not Highly Qualified in Schools Not Making AYP

Of the 337 schools that did not make AYP, 198 (58.6%) had classes taught by not highly qualified teachers, while 139 (41.4%) had no classes
taught by not highly qualified teachers.

Of the 712 schools that made AYP, 264 (37.0%) had classes taught by not highly qualified teachers, while 448 (63.0%) had no classes taught by
not highly qualified teachers.

The CSDE has identified 114 schools (highlighted in yellow in the attached table) that did not make AYP, and fell below the goal of 96% HQT. In
addition, 120 schools that made AYP have been identified as not meeting the 96% HQT goal (highlighted in green in the table below). These two
groups of schools will receive priority attention in order to meet the 100% HQT goal by the end of the 2006-2007 school year.

See attached table named “HR1 N_Classes_NHQ by Dist_Sch with Percent_AYP”

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Question: Does the analysis identify particular groups of teachers to which the State’s plan must pay particular attention, such as special
education teachers, mathematics or science teachers, or multi-subject teachers in rural schools?
Since the 1970’s, the CSDE has collected data on an annual Annual analysis, Annual analysis will focus upon particular sub-groups of
basis about what subjects a teacher teaches. These staff data beginning with teachers, including special education, mathematics and
files along with the annual fall hiring report identify the the 2005-06 data, science teachers. These are all areas of shortage within our
shortage areas, which include mathematics, science and special will be completed state.
education. For the 2005-06 HQT analysis, the CSDE has also by Nov. of each
collected data about the type of classroom setting in which year Produce and disseminate annual HQT report to districts and
each special education teacher is working. That is, whether the schools by November of each year as part of the State
teacher is the primary teacher in a content area, co-teaching NCLB Report Cards. The HQT report will relate to the
with a content specialist, or resource/support only. If the current AYP status.
special education teacher is responsible for instruction, the
teacher must: Biannual Update Districts provided HQT data twice during the year. HQT
• have a college major in the subject(s) they are teaching; Nov/ Jan analysis focused first on districts not meeting the current
or (2005-06 96%, 2006-07 100%) HQT benchmark.
• hold a master’s degree in the content area they are
teaching; or HQT analysis report presented to State Board in November.
• have passed a content exam for each subject(s) they
teach; or
Annual fall hiring report presented to the State Board –
• have completed HOUSSE for each subject(s) they
copy attached.
teach.
Rural districts will be included in the annual analysis each
There are several rural school districts, identified as Small
year and compared to suburban and urban districts for HQT
Rural School Assistance (SRSA) grant recipients under the
purposes.
Rural Education Assistance Program (REAP), in Connecticut
in which some teachers work in a departmentalized setting.
The CSDE has collected data about the quality indicators listed
above for all multi-subject teachers working in these rural
schools.

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 Summary Data
Analysis of Not Highly Qualified Teachers by Core Academic Subjects

Of the 36,379.1 teacher FTEs in core academic subject areas in Connecticut, 916.3 (2.5%) teacher FTEs were not highly qualified. Priority
attention will be given to all schools (highlighted in yellow in the attached table) that have not met the 96% HQT goal for all core academic
subject areas, and specifically for math, science, and world languages in order to help them reach the goal of 100% HQT by the end of the 2006-
2007 school year.

*Special Education classes and teachers were not included in the specific subject area totals (see table) since Connecticut is currently developing
a method to collect data about the specific core academic subjects these teachers teach when they are primarily responsible for instruction.
Although not reported in the summary, the special education assignments were reported in the HQT data validation project conducted during the
2005-2006 school year, and have been analyzed to determine if they are HQT.

See attached table named “HR1 N_Classes by Dist_Sch_Asg with Percent/Worksheet HR1 % Teachers NHQ”

Overall, the percentage of NHQ teachers by subject areas is as follows:

Total
Core Total Teacher % Teacher
Academic Teacher FTE FTE
Dist Sch District School Assignments FTE NHQ NHQ
*State Totals by Core Academic Subject AreasMathematics 3,021.4 175.0 5.8
World Languages 1,804.9 96.7 5.4
Science 2,882.2 144.4 5.0
English Language Arts 3,393.1 137.9 4.1
Reading 1,330.8 30.9 2.3
Music 1,583.9 26.5 1.7
Social Studies 2,697.4 27.2 1.0
Elementary 11,548.1 93.5 0.8
Art 1,336.0 10.6 0.8

Question: Does the analysis identify districts and schools around the State where significant numbers of teachers do not meet HQT
standards?
The CSDE determines the percentage of non-HQT by district Annual analysis, Produce and disseminate annual HQT report to districts and
and school, and by high poverty and low poverty schools. The beginning with schools by November of each year as part of the State
analysis includes identifying those districts and schools who the 2005-06 data, NCLB Report Cards. The HQT report will relate to the
are not meeting the 2005-06 benchmark of 96 percent HQT. will be completed current AYP status.
For those districts a semi-annual monitoring report on progress by October of

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towards meeting HQT will be published. This information will each year
continue to be published in the annual state and district report Districts provided HQT data twice during the year. HQT
cards in November. Semi-annual analysis focused first on districts not meeting the current
Update Jan/Feb (2005-06 96%, 2006-07 100%) HQT benchmark.

HQT analysis report presented to State Board in November.

Summary Data

Analysis of Not Highly Qualified Teacher FTEs

Of the 36,379.1 total teacher FTEs in Connecticut in core academic subjects, 916.3 (2.5%) were identified as NHQ.

Of the 1,049 schools, 462 (44.0%) had teachers who were NHQ, while 587 schools (56.0%) had no teachers who were NHQ.

The CSDE has identified 193 schools (18.3% - highlighted in yellow in the table below) that fell below the goal of 96% HQT. These schools will
receive priority attention in order to meet the 100% HQT goal by the end of the 2006-2007 school year.

See attached table named “HR1 N_Classes_FTEs_NHQ by Dist_Sch with Percent/Worksheet FTE Sums NHQ with Percent” for the full list
of schools.

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 Total
Total Teacher % Teacher
Teacher FTE FTE
Dist Sch District School FTE NHQ NHQ
282 60Stamford Academy Stamford Academy 12.0 6.0 50.0
281 1Elm City College Elm City College 20.2 9.0 44.6
93 60New Haven Metropolitan Business High School 13.0 5.0 38.5
93 65New Haven Polly T. McCabe Center 4.2 1.2 28.9
241 31CREC Montessori Magnet School 14.2 4.0 28.2
93 70New Haven New Haven Academy 13.1 3.0 22.9
277 1Highville Mustard Seed Highville Mustard Seed Charter School 13.5 3.0 22.2
93 69New Haven Riverside Educational Academy 19.0 4.0 21.1
163 69Windham Windham Academy 5.0 1.0 20.0
64 64Hartford Greater Hartford Classical Magnet School 35.1 7.0 19.9
64 53Hartford Dr. Joseph Bellizzi Middle School 50.2 10.0 19.9
15 42Bridgeport Curiale School 45.8 9.0 19.7
64 11Hartford Kinsella School 41.0 8.0 19.5
64 19Hartford Milner School 36.4 7.0 19.2
151 10Waterbury Brooklyn Elementary School 11.5 2.0 17.4
64 23Hartford Burr School 31.8 5.5 17.3
900 11CTHSS Bullard-Havens 38.5 6.5 16.9
900 21CTHSS J. M. Wright 20.0 3.1 15.5
64 67Hartford University High School 13.0 2.0 15.4
64 69Hartford Capital Preparatory Magnet 13.0 2.0 15.4

Question: Does the analysis identify particular courses that are often taught by non-highly qualified teachers?
The analysis does identify courses that are taught by non- Annual analysis, Annual analysis will focus upon particular courses,
HQTs. The following courses are typically of concern: beginning with including mathematics, science, especially chemistry and
mathematics, science, specifically chemistry and physics, and the 2005-06 data, physics, and world languages. These are areas of shortage
world languages. will be completed in Connecticut.
by Nov. of each
year Produce and disseminate annual HQT report to districts and
schools by November of each year as part of the State
NCLB Report Cards. The HQT report will relate to the
current AYP status.

Biannual Update Districts provided HQT data twice during the year. HQT
Nov/ Jan analysis focused first on districts not meeting the current
(2005-06 96%, 2006-07 100%) HQT benchmark.

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 HQT analysis report presented to State Board in November

Summary Data

Analysis of Classes Taught by NHQ Teaches by Core Academic Subjects

Of the total 128,318 core academic classes taught in Connecticut, 4,110 (3.2%) were taught by not highly qualified teachers. Priority attention
will be given to all schools (highlighted in yellow) that have not met the 96% HQT goal for all core academic subject areas, and specifically for
math, science, and world languages in order to help them reach the goal of 100% classes taught by HQT by the end of the 2006-2007 school year.

*Special Education classes were not included in the specific subject area totals above since Connecticut is currently developing a method to
collect data about the specific core academic subjects these teachers teach when they are primarily responsible for instruction. Although not
reported in the summary, the special education assignments were reported in the HQT data validation project conducted during the 2005-2006
school year, and have been analyzed to determine if they are HQT.

See attached table named “HR1 N_Classes by Dist_Sch_Asg with Percent/Worksheet HR1 % Classes NHQ”

Overall, the percentage of classes taught by NHQ teachers by subject areas is as follows:

Total N Core Academic % Core Academic

Core Core Classes Classes
Academic Academic Taught by Taught by
Dist Sch District School Assignments Classes NHQ Teachers NHQ Teachers
*State Totals by Core Academic Subject AreasMathematics 15,077 874 5.8
World Languages 8,988 483 5.4
Science 14,351 720 5.0
English Language Arts 16,946 689 4.1
Reading 6,638 154 2.3
Music 7,892 132 1.7
Social Studies 13,451 136 1.0
Elementary 11,557 94 0.8
Art 6,671 53 0.8

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Requirement 2: The revised plan must provide information on HQT status in each LEA and the steps the SEA will take to ensure that
each LEA has plans in place to assist teachers who are not highly qualified to attain HQT status as quickly as possible.

Question: Does the plan identify LEAs that have not met annual measurable objectives for HQT?

Actions/Strategies Timeline Indicators of Success

 Using the information from the HQT analysis CSDE Annual analysis, Produce and disseminate annual HQT report to districts
identifies those districts who have not met the 96% as of beginning with the and schools by November of each year as part of the State
2005-06. 2005-06 data, will NCLB Report Cards. The HQT report will relate to the
be completed by current AYP status.
Nov. of each year

Question: Does the plan include specific steps that will be taken by LEAs that have not met annual measurable objectives?

 Beginning with the 2005-06 data collection, CSDE will Annual analysis, Produce and disseminate annual HQT report to districts
produce and disseminate an annual HQT analysis for every beginning with the and schools by November of each year as part of the State
district. This analysis will enable districts to track their 2005-06 data, will NCLB Report Cards. The HQT report will relate to the
progress toward achieving the 2006-07 HQT goal of 100 be completed by current AYP status.
percent. October 15 of each
 CSDE state plan requires that each district incorporate year
specific steps, as specified in CSDE HQT designed
template, in their district plans to reach the 100 percent August 2006 CSDE template designed.
HQT goal by the end of 2006-07.
 To ensure that districts reach the 100 percent HQT goal, Biannual Update Districts provided HQT data twice during the year. HQT
district plans must include the following options for getting Nov/ Jan analysis focused first on districts not meeting the current
all teachers HQT: (2005-06 96%, 2006-07 100%) HQT benchmark.
• require that non-HQTs either successfully complete the
state adopted assessment (Praxis II or ACTFL for world November – HQT analysis report presented to State
languages); or Board.
• complete courses to awarded a content major or
Submission, review and feedback of plans from districts
master’s degree; or
falling below the current (2005-06 96%, 2006-07 100%)
• transfer the non-HQT teacher into a position for which benchmark.
they are HQT; or
• use the HOUSSE process for HQT veteran teachers and

11
 special education teachers using the exceptions
presented later in this plan.
 In addition, CSDE, focusing on the fact that many of the
non-HQTs are teaching in the top shortage areas, will
provide the following assistance to districts: Ongoing CSDE offered 6 professional development opportunities
• CSDE will provide periodic, regional professional to assist with improving the content knowledge of
development focusing on how districts can reduce the teachers in academic content areas that are identified as
number of non-HQTs within their districts. CSDE will top shortage areas.
work with each district to assist them with achieving a
100 percent HQT force.
• CSDE will work to increase the number of prepared Ongoing Collaborate with RESC to develop and implement a state-
teacher candidates in each of the top 10 shortage areas. Program developed approved alternate route program for special education;
Currently, CSDE is working with Department of fall 2006, this program will be designed to attract individuals who
Higher Education and a Regional Education Service Candidates already hold a certificate in a content area.
Center (RESC) to develop an advanced alternate route recruited Jan. 2007
program for special education for individuals who
currently hold a teaching certificate in a content area.
• CSDE has recently provided a grant to Southern Phase in from SCSU program implemented in fall 2006 in New Haven;
2006-2009 by fall 2007, a cohort of paraprofessionals will begin in
Connecticut State University (SCSU) to work with
Hartford, fall 2008 a cohort will begin in Bridgeport, with
paraprofessionals in the four largest urban centers to
the last cohort beginning in Waterbury in fall 2009.
obtain their bachelor’s degree and become certified in
special education. As part of this program, the
professors will travel to the urban district to hold
courses after school hours; childcare will be provided
and courses paid for as part of this grant program.
Ongoing Partnerships developed under the three year J1Visa.
• CSDE is currently developing partnerships with other
countries to bring in teachers under the three-year J1
Visa program in Connecticut’s top shortage areas; India
is partnering to send teachers who are trained in math,
science and special education. CSDE has also
partnered with Spain for bilingual teachers to teach
Spanish and in some cases, to serve as bilingual
teachers. These teachers will be deployed to the
districts having the most difficultly employing HQT
teachers in these shortage areas.
Dec. 2007 On-line by Dec. 2007.
• CSDE is currently developing a new web-based
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 certification system. As part of this new system, CSDE
will record the applicant’s content area major and
master’s degree and HQT status.
Summary Data

Analysis of Schools Not Reaching 96% Goal HQT

Out of 192 LEAs, the CSDE has identified 44 (22.9% - highlighted in yellow in the attached table) that failed to meet the goal of 96% HQT on
any one of three indicators: percentage of NHQ teacher FTEs, percentage of core academic subject areas taught by NHQ teachers, or percentage
of core academic subject areas taught by NHQ teachers in schools that did not meet AYP. These LEAs will be given priority attention in order to
meet the goal of 100% HQT by the end of the 2006-2007 school year.

See attached table named “HR1 Summary Statistics by Districts”

See the attached NCLB Highly Qualified Teacher Progress Report, that will be provided electronically to LEAs so they can report their plans to
meet the goal of 100% HQT by the end of the 2006-2007 school year and then annually report progress.

Question: Does the plan delineate specific steps the SEA will take to ensure that all LEAs have plans in place to assist all non-HQ
teachers to become HQ as quickly as possible?
 CSDE will provide a template for the development of the August 2006 CSDE sample template developed and TA provided.
district HQT plan (See NCLB Highly Qualified Teacher template developed
Progress Report on page 13 and attached). Technical Fall 2006 technical
assistance will be provided to districts regarding the assistance
development of their plan.
 Beginning in 2006-07, each district in the state will
develop a plan for achieving 100 percent HQT. This
should be addressed as part of the school and district December 2006 Submission, review and feedback of plans from districts
improvement plans. Those districts falling below the and ongoing each falling below the current (2005-06 96%, 2006-07 100%)
current (2005-06 96%, 2006-07 100%) benchmark must December benchmark.
submit their plan in December to CSDE for review and
feedback. Districts that are also required to submit a
district improvement plan will include HQT within that
plan.

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This NCLB Highly Qualified Teacher Progress Report template will be provided electronically to LEAs in October so they can report their plans
to meet the goal of 100% HQT by the end of the 2006-2007 school year and then annually report progress. In addition to this template, web-based
reports are available that list specific NHQ teachers/classes to help districts identify specific problems that must be addressed.

NCLB Highly Qualified Teacher Progress Report

<<DistrictName>>

Summary Statistics

Based on 2005-2006 Data

Percentage of NHQ Teachers (FTEs): Percentage of Students Eligible for Free or
Reduced-Price Meals:
Percentage of Classes Taught by NHQ Teachers: District is In Top Poverty Quartile:
District is In Bottom Poverty Quartile:
Percentage of Classes Taught by NHQ teachers Percentage of Minority Students:
in Schools Not Making AYP:

NOTE: the 2005-2006 data will be replaced with 2006-2007 data in February, 2007.

District Reporting

How will teachers working without a certificate become highly qualified by the end of the
2006-2007 school year?

Check all that apply.

 Terminate employment
 Obtain DSAP after taking PRAXIS II
 Take additional courses to become fully certified and pass PRAXIS II in the
content area
 Other: describe below

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Explanation of “Other” Category: (field type Memo)

How will teachers working under Durational Shortage Area Permits (DSAPs) become
highly qualified by the end of the 2006-2007 school year? (Teachers obtaining DSAPs
after July 1, 2006 are required to take PRAXIS II in the content areas they are teaching.)

Check all that apply.

 Pass the PRAXIS II in the content area

 Take additional courses to become fully certified
 Report teacher as not highly qualified if coursework and PRAXIS II not completed
 Terminate employment if coursework and PRAXIS II not completed
 Other: describe below

Explanation of “Other” Category: (field type Memo)

How will teachers working under Interim Initial or Interim Provisional certificates become
highly qualified by the end of the 2006-2007 school year?

Check all that apply.

 Pass the PRAXIS II in the content area

 Complete all required coursework
 Terminate employment if PRAXIS II not completed by expiration date of Interim
certificate

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How will teachers teaching out of their certification area become highly qualified by the
end of the 2006-2007 school year?

Check all that apply.

 Transferred into a position for which they are fully certified and highly qualified
 Obtain a Master’s degree in the subject area
 Obtain a DSAP
 Obtain appropriate certification for the content they are teaching
 Other: describe below

Explanation of “Other” Category: (field type Memo)

How will veteran teachers certified prior to 1989 become highly qualified by the end of
the 2006-2007 school year?

Check all that apply.

 Obtain a Master’s degree in the subject area

 Have an undergraduate college major in the subject area
 Pass the PRAXIS II in the content area
 Obtain National Board Certification in the content area and level they are
teaching
 Successfully complete HOUSSE

If a teacher does not successfully complete HOUSSE, does your district have an
intervention plan for that teacher?

 Yes
 No

 Other: describe below

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Explanation of “Other” Category: (field type Memo)

How will all special education teachers who are serving or may serve in the future as the
primary instructors in core academic subject areas become highly qualified by the end of
the 2006-2007 school year?

Check all that apply.

 Successfully complete HOUSSE in at least two content areas

 Pass the PRAXIS II in each content area they teach (for middle and high school)
 Pass the elementary education PRAXIS II if they are teaching elementary grades
 Obtain a Master’s degree in each subject area they teach
 Other: describe below

Explanation of “Other” Category: (field type Memo)

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Requirement 3: The revised plan must include information on the technical assistance, programs and services that the SEA will offer to
assist LEAs in successfully completing their HQT plans, particularly where large groups of teachers are not highly qualified, and the
resources the LEAs will use to meet their HQT goals.

Question: Does the plan include a description of the technical assistance the SEA will provide to assist LEAs in successfully carrying out
their HQT plans?
Actions/Strategies Timeline Indicators of Success
CSDE will:
 hold regional technical assistance, informational session Sept/Oct 2006 Technical assistance, informational session workshops
workshops (fall) with State Education Resource Center held. Schedules and rosters provided.
(SERC) and RESC participation for development of HQT
plans;
 provide districts with a sample HQT plan template; Sept/Oct 2006 Sample HQT plan template posted and disseminated.
 coordinate provision of technical assistance during the
implementation of HQT plans to individual districts with Oct/June 2006 Schedule of technical assistance developed.
SERC/RESCs;
 provide updated biannual HQT Analysis Report of district Biannually-Nov/Jan Districts provided HQT data twice during the year. HQT
data for tracking progress towards HQT goal. Analysis analysis focused first on districts not meeting the current
will be conducted first for those districts cited as falling (2005-06 96%, 2006-07 100%) HQT benchmark.
below the current (2005-06 96%, 2006-07 100%)
benchmark.
Question: Does the plan indicate that the staffing and professional development needs of schools that are not making AYP will be given
high priority?
 High priority will be given to analyzing the HQT status of November 2006 HQT status analyzed for schools not making AYP.
staffing for schools not making AYP; and Ongoing
 HQT information will be provided to districts with schools Ongoing HQT information provided to districts with schools not
not making AYP and technical assistance from making AYP and technical assistance from SERC/RESCs
SERC/RESCs will focus on districts with schools not provided.
making AYP; Emphasis placed on the HQT professional development
 emphasis will be placed on the HQT professional Ongoing needs of districts with schools not making AYP when
development needs of districts with schools not making designing and implementing school improvement
AYP when designing and implementing school activities.
improvement activities; and Beginning 2006 AYP status reported (Aug)/HQT Analysis Report

18
 districts identified as “in need of improvement” will be Aug/Nov & Jan provided (Nov & Jan)/HQT needs addressed in district
required to address their HQT needs in their district December improvement plans (Dec).
improvement plans.
 The CSDE School Improvement Guide will be revised to August 2006 The CSDE School Improvement Guide revised to include
include required HQT plan information and a sample HQT required HQT plan information and a sample HQT plan
plan template. template
 The CSDE will help to place teachers who complete the
ARC program for special education and international Ongoing ARC teachers and international teachers placed into high-
teachers who meet our criteria into high-need districts, need districts, with large numbers of schools not making
with large numbers of schools not making AYP. AYP.
 The “grow-your-own” program will focus on the hard-to-
staff schools in our four large urban districts. The CSDE Phase in from SCSU program implemented in fall 2006 in New Haven;
has recently provided a grant to Southern Connecticut 2006-2009 by fall 2007, a cohort of paraprofessionals will begin in
State University to work with paraprofessionals in the four Hartford, fall 2008 a cohort will begin in Bridgeport, with
largest urban centers to obtain their bachelor’s degrees and the last cohort beginning in Waterbury in fall 2009
become certified in special education. As part of this
program, the professors will travel to the urban districts to
conduct courses after school hours; childcare will be
provided and courses will be tuition-free.
 Title I school districts will provide an explanation in their December 2006 HQT plans reviewed and evidence of Title I school
HQT plans on the use of their five percent HQT districts’ use of five percent HQT reservation provided.
reservation under Title I.

Question: Does the plan include a description of programs and services the SEA will provide to assist teachers and LEAs in successfully
meeting HQT goals?
Connecticut’s teachers can become highly qualified in one
of three ways:
• hold an academic major/master’s degree in the
content area in which they teach; or
• pass Praxis II (or ACTFL for world languages),
the state content test; or
• successfully complete the HOUSSE procedures
through the teacher evaluation process.
Ongoing Brochures with schedules of test preparation courses for
 The CSDE will to collaborate with the Department of
Praxis II (or ACTFL for world languages) exams provided
Higher Education and RESCs to continue to provide test
through collaboration between CSDE and Department of
preparation courses for Praxis II (or ACTFL for world
19
 languages) exams. Higher Education.
 Veteran teachers and special education teachers who must Ongoing Individualized professional development plan developed
demonstrate content knowledge through the HOUSSE in accordance with Guidelines for Teacher Evaluation.
process will receive individualized professional
development aligned with the Guidelines for Teacher
Evaluation and Professional Development.
 The CSDE will provide content specific professional Ongoing Content specific professional development provided.
development including, but not limited to, those areas Schedules and rosters available.
which the HQT analysis determines to have the greatest
number of non-HQTs.
 To progress through the CSDE certification continuum, Ongoing Teachers achieve a master’s degree or 30 credits beyond a
teachers must achieve a master’s degree or 30 credits bachelor’s degree in a related content field. Reported in
beyond a bachelor’s degree in a related content field. staff data files.
 Proposed Framework for High School Redesign:
Every high school in Connecticut will have an embedded
professional development program with the single purpose 2006-07 Framework disseminated.
of improving teaching and learning. Schools will be
required to ensure that a portion of each teacher’s 2007-08 Every high school in Connecticut will have an embedded
professional development will be relevant to the academic professional development program with required
discipline and content area in which he/she is certified. To components.
meet this expectation, schools will be required to:
• include in the annual school budget a line item for
school-based professional development; and
• conduct an annual analysis of each year’s professional
development plan to determine the impact the plan has
had on teaching and learning practices in classrooms
and to ensure that designated funds were expended to
support the professional staff’s needs as designed.
 Proposed Recommendations for Educator Continuum:
In January 2006, an Educator Continuum Steering
Committee was convened and given the charge to:
• Issue a comprehensive series of recommendations for August of 2006 Preliminary recommendations submitted to Steering
consideration by the State Board of Education about Committee.
how to attract and retain high quality educators to
Connecticut’s public school districts.
• Such recommendations will address recruitment, Fall of 2006 Comprehensive series of recommendations submitted to
preparation, certification, induction, ongoing State Board of Education.
20
 professional development and evaluation.
• Four subcommittees were established to serve as work January 2007 Budget recommendations and policy changes sent to
groups to explore educator continuum issues in depth legislature.
and report findings and recommendations back to the
Steering Committee:
o Recruitment, Preparation and Certification -
Focus on issues of recruitment, retention,
accreditation and certification
CSDE is currently in the process of updating and
enhancing our Educator Continuum which includes
review of our educator preparation regulations,
certification regulations, teachers’/administrators’
induction programs, and professional development
for all educators. As part of this undertaking,
CSDE is reviewing the recruitment and retention
data and making recommendations regarding how
to increase the retention of teachers within
Connecticut’s urban and rural districts and ensure
that HQTs are distributed equitably across districts
within the state. This process will continue
throughout the 2006-07 year.
o Induction Committee -Focus on support and
assessment of beginning teachers
o Teacher Evaluation and Ongoing Professional
Development - Focus on policy and practice related
to evaluation. Professional Development
Committee reviewed research on effective teaching,
professional development models, and current
teacher evaluation requirements and recommended
the following:
 Develop standards for high quality professional
development that include the context, process
and content of professional development.
 Develop a system that allows educators to
choose from a variety of professional
development approaches so that specific
content and skill development is targeted.
21
  Increase the number of hours required for
professional development for recertification.
 Continue to require districts to develop
professional development offerings that are
aligned with the Common Core of Teaching,
paying close attention to the foundational skills
and competencies regarding students, content
and pedagogy.
o Educational Leadership - Focus on preparation,
pre-service, certification, induction, evaluation and
professional development of administrators

The work of the subcommittees has been coordinated

by the CSDE to assure that they are informed of efforts
throughout the state and to assure that a coherent set of
recommendations emerge including recommendations
that all teachers are highly qualified.

Preliminary recommendations include provision of

incentives for teachers to work in high-need schools
and districts and the establishment of a standing State
Committee on Professional Development & Learning.
 Mathematics and Science Partnership Program
Ongoing – new The Mathematics and Science Partnership Program grant
(federal Title II, Part B funded):
grants awarded funds provided to establish Leadership Training
Provides grants to establish Leadership Training
annually Academies.
Academies that will prepare elementary, middle or high
school teachers to act as school-based instructional coaches
Schedule and rosters from academies available.
in mathematics or science who will provide individualized
professional development including those teachers
identified as not being highly qualified. Partnerships must
include the Mathematics, Science or Engineering
department of an institution of higher education, the
School of Education at an institution of higher education;
and a high-need district. With new state curriculum
frameworks recently adopted in mathematics and science,
and new state assessments to measure student progress,
school districts are concentrating their efforts on adjusting
22
 their curricula and instruction to prepare greater numbers
of students for high achievement in mathematics and
science. In order to support these improvement efforts,
especially in high-need districts (participants must include
approximately 50 percent of teachers from high-need
district(s)), funding will be used to develop a cohort of
highly skilled instructional specialists in mathematics and
science to serve as school-based coaches. Through the
professional development protocols offered, elementary,
middle level and high school teachers can enhance their
content knowledge and pedagogical skills. The
professional development model utilized must adhere to
national standards established for teacher professional
development in mathematics or science.
 The National Governors’ Association Grant March 2006-Nov. NGA grant resources provided job-embedded professional
(NGA)(foundation funded): 2008 development for up to 5 multi-disciplinary teams.
With NGA grant resources, CSDE will provide job-
embedded professional development for up to 5 multi- Schedule and rosters from meetings available.
disciplinary teams (language arts, mathematics, science, Schedules of CSDE coaches working in schools available.
special education and technology) representing rural,
suburban, and urban school districts whose participants
will become teacher leaders in their districts; initiate and
support classroom-based and school-based action research
projects with each team; and identify, train, and support a
cadre of candidates who are making mid-career transitions
into education through the Alternative Route to
Certification (ARC) and who are seeking teaching
positions in hard-to-staff areas, including mathematics and
science.
 Provision of Professional Development Opportunities
(state and federal funded): Content-specific professional development opportunities
• The CSDE’s Bureau of Curriculum and Instruction will Ongoing provided. Schedules and rosters available.
provide professional development opportunities to
districts that focus upon increasing the subject-matter
knowledge of teachers. One of the responsibilities of
the Department’s content area consultants is to provide
to districts across the state content specific professional

23
 development based upon the state content standards for
all core academic subject areas. Priority is given to
high-need districts.
Title II, Part A funds provided support for teacher leader
• Title II Part A funds provide teacher leadership Ongoing and principal academies.
academies for mathematics, science, English/language
arts, social studies and elementary educators. These Schedules and rosters available.
academies build teacher leadership skills to assist with
curriculum design, analysis of assessment data and the
improvement of instructional practices. Title II, Part A
will continue to support principal academies which
focus upon educational leadership skills and mentoring
of new administrators. Professional development offerings provided. Schedules
• Through collaborative efforts, the Regional Education Ongoing and rosters available.
Service Centers (RESCs,) the Special Education
Resource Center (SERC), and a partnership with the
Center for Performance Assessment (CPA) the CSDE
has created a series of professional development
offerings that has begun to build capacity within the
state for systemic comprehensive school improvement
through the Connecticut Accountability for Learning
Initiative. Data-driven decision making, making
standards work, effective teaching strategies and
executive coaching are examples of the types of
professional development provided.
• Reading First, along with state Early Reading Success
funds, provide targeted professional development to Targeted professional development provided to
some of our lowest performing schools and districts on Ongoing Connecticut’s lowest performing schools. Schedules and
literacy modules (Phonological Awareness, Oral rosters available.
Language, Explicit Small Group Reading Instruction,
Independent Literacy Practice, The Principal’s Role in
the Instructional Process of Literacy, Comprehension,
Writing and Family as Partners) and scientifically
based research programs in reading.
Train-the-trainer model for professional development on
o Professional development is being expanded
literacy modules provided. Schedules and rosters
statewide on the literacy modules through a train-
available.
the-trainer model. The modules reflect
24
 Connecticut’s Blueprint for Reading Achievement
which defines the knowledge and skills necessary
for teachers to teach reading in the early grades.
Professional development created to improve elementary
• With the use of Javits funding, instructional units and Introduced at science and social studies instruction through Javits
accompanying professional development have been statewide funding.
created to improve elementary science and social conference May
studies instruction. 2006
PD - ongoing
Foreign Language Assistance Program funding provided
•
Foreign Language Assistance Program funding will be Summer 2006 professional development through a summer institute.
providing professional development through a summer
institute in 2006 to increase foreign language
instruction at the elementary level.
 Special Education: Collaborate with RESC to develop and implement a state-
• Currently, the CSDE is working with the Department Program developed approved alternate route program for special education;
fall 2006, this program will be designed to attract individuals who
of Higher Education and a RESC to develop an
candidates are already hold a certificate in a content area.
advanced alternate route program for special education
recruited Jan 2007
for individuals who currently hold a teaching certificate
SCSU program implemented in fall 2006 in New Haven;
in a content area.
Phased in from by fall 2007, a cohort of paraprofessionals will begin in
• The “grow-your-own” program will focus on the hard-
2006-2009 Hartford, fall 2008 a cohort will begin in Bridgeport, with
to-staff schools in our four largest urban districts. The the last cohort beginning in Waterbury in fall 2009
CSDE has recently provided a grant to Southern
Connecticut State University (SCSU) to work with Paraprofessionals in “grow-your-own” program will
paraprofessionals in the four largest urban centers to obtain bachelor’s degrees and became certified in special
obtain their bachelor’s degrees and get certified in education.
special education. As part of this program, the
professors will travel to the urban districts to hold
courses after school hours. Childcare will be provided
and courses paid for as part of this grant program. A new certificate is established.
• To ensure that all special education teachers will be 2012
HQT in the future, CSDE is currently proposing a new
certificate in which all early childhood, elementary,
middle and secondary teachers would receive more
training about working with all students, including
students with disabilities, students from different
cultures and students whose primary language is not
25
 English. Connecticut’s special education certificate
would then become an advanced certificate and would
require that a person complete a Master’s degree in
special education and hold a content certificate prior to
being certified.
Question: Does the plan specifically address the needs of any subgroups of teachers identified in Requirement 1?
The State supports activities to encourage individuals, Ongoing Activities are supported that encourage individuals,
including mid-career professionals, former military including mid-career professionals, former military
personnel, paraprofessionals, and recent college graduates personnel, paraprofessionals, and recent college graduates
to enter the teaching profession through alternative routes to enter the teaching profession through alternative routes
to state certification. to state certification.

 The primary Alternate Route to Certification (ARC):

Administered by the Connecticut Department of Higher Ongoing ARC graduates placed in shortage areas as defined by the
Education, is designed for mid-career professionals and HQT analysis.
former military personnel. This program also serves to
address the shortage areas by focusing their recruitment on
the areas in the top quartile of content area shortages. All
ARC candidates from this program enter the classroom
having completed a major (or its equivalent) in the subject
area they are teaching, education preparation coursework, a
student teaching experience and passed the requisite Praxis
II exam. Therefore, they hold full state certification upon
entering the classroom.
 The Teach for America program: Requested approval in May 2006 The Teach for America program implemented.
Connecticut as an alternate route for recent college
graduates to teach in poor urban schools. These candidates
would serve in our three major cities, Bridgeport, Hartford,
and New Haven, the neediest school systems in
Connecticut.
 Special Education: CSDE will work to increase the
number of prepared candidates in each of the top 10 Ongoing Collaborate with RESC to develop and implement a state-
shortage areas. Currently, the CSDE is working with the Program developed approved alternate route program for special education;
Department of Higher Education and a RESC to develop fall 2006, this program will be designed to attract individuals who
an advanced alternate route program for special education Candidates already hold a certificate in a content area. The number
for individuals who currently hold a teaching certificate in recruited Jan. 2007 of prepared candidates in each of the top 10 shortage
a content area. areas will be increased.

26
 The “grow-your-own” program: CSDE has recently Phase in from SCSU program implemented in fall 2006 in New Haven;
provided a grant to Southern Connecticut State University 2006-09 by fall 2007, a cohort of paraprofessionals will begin in
(SCSU) to work with paraprofessionals in the four largest Hartford, fall 2008 a cohort will begin in Bridgeport, with
urban centers to obtain their bachelor’s degree and the last cohort beginning in Waterbury in fall 2009.
becomes certified in special education. As part of this
program, the professors will travel to the urban district to Paraprofessionals will obtain bachelor’s degrees and
hold courses after school hours; childcare will be provided became certified in special education.
and courses paid for as part of this grant program.
 Educator Continuum: CSDE is currently in the process August of 2006 Preliminary recommendations submitted to Steering
of updating and enhancing our Educator Continuum which Committee.
includes the review of Connecticut educator preparation
regulations, certification regulations,
teachers’/administrators’ induction programs, and Fall of 2006 Comprehensive series of recommendations submitted to
professional development for all educators. As part of this State Board of Education.
undertaking, CSDE is reviewing the recruitment and
retention data and making recommendations regarding January 2007 Budget recommendations and policy changes sent to
how to increase the longevity of teachers within our urban legislature.
and rural districts and ensure that HQTs are distributed
equitably across districts within the state. This process
will continue throughout the 2006-07 year.
 The Mathematics and Science Partnership Program: Ongoing – new The Mathematics and Science Partnership Program grant
Funded under Title II, Part B, provides grants to establish grants awarded funds provided to establish Leadership Training
Leadership Training Academies that will prepare annually Academies.
elementary, middle or high school teachers to act as
school-based instructional coaches in mathematics or Schedule and rosters from academies available.
science who will provide individualized professional
development to those teachers identified as not being
highly qualified. Partnerships must include the
Mathematics, Science or Engineering department of an
institution of higher education, the School of Education at
an institution of higher education; and a high-need
districts. With new state curriculum frameworks recently
adopted in mathematics and science, and new state
assessments to measure student progress, school districts
are concentrating their efforts on adjusting their curricula
and instruction to prepare greater numbers of students for

27
 high achievement in mathematics and science. In order to
support these improvement efforts, especially in high-need
districts (participants must include approximately 50
percent of teachers from high-need district(s)), funding
will be used to develop a cohort of highly-skilled
instructional specialists in mathematics and science to
serve as school-based coaches. Through the professional
development protocols offered, elementary, middle level
and high school teachers can enhance their content
knowledge and pedagogical skills. The professional
development model utilized must adhere to national
standards established for teacher professional development
in mathematics or science.
Question: Does the plan include a description of how the State will use its available funds (e.g., Title I, Part A; Title II, Part A, including
the portion that goes to the State agency for higher education; other Federal and State funds, as appropriate) to address the needs of
teachers who are not highly qualified?
 Mathematics and Science Partnership Program Ongoing The Mathematics and Science Partnership Program grant
(federal Title II, Part B funded): The CSDE will provide funds provided to establish Leadership Training
Leadership Training Academies that will prepare Academies. Schedule and rosters from academies
elementary, middle or high school teachers to act as available.
school-based instructional coaches in mathematics or
science who will provide individualized professional
development to those teachers identified as not being .
highly qualified through the. Partnerships must include the
Mathematics, Science or Engineering department of an
institution of higher education, the School of Education at
an institution of higher education; and a high-need district.
With new state curriculum frameworks recently adopted in
mathematics and science, and new state assessments to
measure student progress, school districts are concentrating
their efforts on adjusting their curricula and instruction to
prepare greater numbers of students for high achievement
in mathematics and science. In order to support these
improvement efforts, especially in high-need districts
(participants must include approximately 50 percent of
teachers from high-need district(s)), funding will be used
to develop a cohort of highly-skilled instructional

28
 specialists in mathematics and science to serve as school-
based coaches. Through the professional development
protocols offered, elementary, middle level and high school
teachers can enhance their content knowledge and
pedagogical skills. The professional development model
utilized must adhere to national standards established for
teacher professional development in mathematics or
science.
 The National Governors’ Association Grant March 2006- NGA grant resources provided job-embedded professional
(NGA)(foundation funded): November 2008 development for up to 5 multi-disciplinary teams.
With NGA grant resources, Connecticut will provide job-
embedded professional development for up to 5 multi- Schedule and rosters from meetings
disciplinary teams (language arts, mathematics, science, Schedules of CSDE coaches working in schools available.
special education and technology) representing rural,
suburban, and urban school districts whose participants
will become teacher leaders in their districts; initiate and
support classroom-based and school-based action research
projects with each team; and identify, train, and support a
cadre of candidates who are making mid-career transitions
into education through the Alternative Route to
Certification (ARC) and who are seeking teaching
positions in hard-to-staff areas, including mathematics and
science. .
 School Improvement (federal Title I, Part A funded):
The CSDE through the Connecticut Accountability for
Learning Initiative, working on school improvement
initiatives: Executive coaching provided to principals in schools with
• provide executive coaching to principals in schools Beginning Aug. the greatest need. Listing of principals, executive coaches
with the greatest need 2005 and and schedules.
o retired exemplary principals serve as Leaders-in- continuing
Residence in the Department’s School
Improvement and Literacy Unit and provide
assistance to principals of high need schools (Title I
schools in corrective action or restructuring) in
identifying and implementing leadership practices
that are proven to promote student success and an
effective school culture that retains and attracts
29
 effective teachers.
Teacher-in-residence provided assistance regarding
o a teacher-in-residence also provides assistance to Beginning Aug. effective teaching practices to teachers in high needs
teachers in high need schools regarding effective 2004 and schools. Schedules available.
teaching practices so that they can become highly continuing
effective.
 Beginning Educator Support and Training
Program(BEST) (state funded) Beginning Educator Support and Training Program
Through CSDE’s, state funded, Beginning Educator Beginning 1989 (BEST) provided support and training to beginning
Support and Training Program (BEST), implemented in ongoing teachers.
1989, beginning teachers have opportunities to strengthen
their knowledge of subject matter and instructional
strategies, enhance their understanding of students as
learners, and begin a process of lifelong learning and
professional growth. This program has assisted special
educators in becoming HQT in content areas.
District-based support provided in year-one.
•District-based support in year-one of BEST is through
the assignment of a mentor or support team in the
teacher's own district. Many districts also conduct
workshops for new teachers that focus on curriculum
and instruction, classroom management and the BEST
program portfolio assessment. State-sponsored content-specific seminars provided.
• State-sponsored content-specific seminars: The BEST Schedules and rosters available.
Program has developed seminars that are delivered
through two different modes: "Online" (web-based)
and "In-person" (regional) seminars.
Vanguard Schools identified.
 Connecticut Vanguard Schools Initiative (state and
Spring of 2005 -
federal Title I, Part A funded): The Connecticut
ongoing
Vanguard Schools Initiative, supported with Title I and
state funds, is a public/private partnership designed to
focus on school reform efforts that have demonstrated
success in improving educational performance for students
of all backgrounds. The CSDE, in partnership with the
Connecticut Business and Industry Association, has put in
place a process to identify and recognize successful
schools and have them share their successful school-
30
 improvement strategies with high need schools (with
emphasis on high-poverty Title I schools that have been
identified as “in need of improvement”). A recognized
Vanguard school has ongoing, high quality professional
development that is focused and informed by research and Vanguard Mentoring Partnerships established to share
school/classroom based assessments. Vanguard best practices. Presented to State Board.
Mentoring Partnerships are established with schools that September 2005 -
have been identified as in need of improvement in order to ongoing
share best practices, including the provision of content-
specific professional development for the school’s teachers
(including those not highly qualified) that have resulted in
improved student achievement. Module training provided, schedules available and
 Early Reading Success (state funded): percent trained in each PSD report presented to
State funds assisted in the development of a Blueprint for January 2002 and legislature.
Reading Achievement a Report of the Early Reading ongoing
Success Panel. The following modules have been
developed and are supported by scientifically-based
reading research and reflect the Blueprint: Phonological
Awareness, Oral Language, Explicit Small Group Reading
Instruction, Independent Literacy Practice, The Principal’s
Role in the Instructional Process of Literacy,
Comprehension, Writing and Family as Partners. Training
on these modules has been provided to teachers in high
need, priority school districts (PSD) where there are large
numbers of poor and minority students to improve their
effectiveness and success in teaching reading via a train the
trainer model.
 Provision of Professional Development Opportunities
(state and federal funded): Content-specific professional development opportunities
• The CSDE’s Bureau of Curriculum and Instruction will provided. Priority given to high-need districts. Schedules
provide professional development opportunities to Ongoing and rosters available
districts that focus upon increasing the subject-matter
knowledge of teachers. One of the responsibilities of
the Department’s content area consultants is to provide
to districts across the state content specific professional
development based upon the state content standards for
all core academic subject areas. Priority is given to

31
 high-need districts. Title II, Part A funds provided support for teacher leader
and principal academies. Schedules and rosters available.
• Title II Part A Funds provide teacher leadership Ongoing
academies for mathematics, science, English/language
arts, social studies and elementary educators. These
academies build teacher leadership skills to assist with
curriculum design, analysis of assessment data and the
improvement of instructional practices. Title II, Part A
will continue to support principal academies which
focus upon educational leadership skills and mentoring Reading First and state Early Reading Success funds
of new administrators. provided targeted professional development lowest
• Reading First and state Early Reading Success Funds Ongoing performing schools.
provide targeted professional development to some of
our lowest performing schools and districts on literacy
modules (Phonological Awareness, Oral Language,
Explicit Small Group Reading Instruction, Independent
Literacy Practice, The Principal’s Role in the
Instructional Process of Literacy, Comprehension,
Writing and Family as Partners) and scientifically
based research programs in reading. Train-the-trainer model for professional development on
literacy modules provided. Schedules and rosters
o Professional development is being expanded Ongoing available.
statewide on the literacy modules through a train-
the-trainer model. The modules reflect
Connecticut’s Blueprint for Reading Achievement
which defines the knowledge and skills necessary
for teachers to teach reading in the early grades. Teacher Quality State Grants awarded.

• Title II Part A Grants to State Agencies for Higher Annual grant

awards – ongoing
Education: Connecticut teachers, including teachers
teaching in our high need districts, will participate in
activities at professional development programs
selected for grant funds by the Connecticut Department
of Higher Education. Designed by college faculty and
school teachers and administrators, the projects are
supported by $568,628 in Connecticut Teacher Quality
Partnership Grants. The projects −mostly seminars and
32
 workshops to begin this summer and continue on into
the school year –will upgrade the subject matter
mastery and teaching skills of teachers in history, civics
and government, science, mathematics, and reading.

The projects provide teachers with the latest knowledge

and skills they need to keep up with new state
standards. They are designed by teachers themselves,
working with experts from colleges and universities.
Such partnerships are the best way of zeroing in on
teacher needs and, in so doing, raising both teacher
quality and student achievement.

The majority of this year’s awards are in science and

mathematics. Three separate panels of college faculty,
teachers and curriculum specialists evaluated
proposals. Priority was given to projects supporting
Connecticut’s new curricular frameworks and content
mastery in math, science and literacy. Selected projects
include the following examples: Professional development activities held. Schedules and
o Connecticut Center for Science Inquiry Teaching rosters available.
and Learning Summer 2006
o Summer Academy for Integrated Science and
Mathematics
o Hartford Elementary School Teacher Enrichment
Programs (high-need district)
o Hartford Elementary Science Professional
Development (high-need district)

Question: Does the plan for the use of available funds indicate that priority will be given to the staffing and professional development
needs of schools that are not making AYP?
 Mathematics and Science Partnership Program Ongoing Leadership Training Academies provided through the
(federal Title II, Part B funded): Mathematics and Science Partnership Program.
The CSDE will provide Leadership Training Academies
that will prepare elementary, middle or high school
teachers to act as school-based instructional coaches in
mathematics or science that will provide individualized
33
 professional development including those teachers
identified as not being highly qualified. Partnerships must
include the Mathematics, Science or Engineering
department of an institution of higher education, the
School of Education at an institution of higher education;
and a high-need district. With new state curriculum
frameworks recently adopted in mathematics and science,
and new state assessments to measure student progress,
school districts are concentrating their efforts on adjusting
their curricula and instruction to prepare greater numbers
of students for high achievement in mathematics and
science. In order to support these improvement efforts,
especially in high-need districts (participants must include
approximately 50 percent of teachers from high-need
district(s)), funding will be used to develop a cohort of
highly-skilled instructional specialists in mathematics and
science to serve as school-based coaches. Through the
professional development protocols offered, elementary,
middle level and high school teachers can enhance their
content knowledge and pedagogical skills. The
professional development model utilized must adhere to
national standards established for teacher professional
development in mathematics or science.
 School Improvement (federal Title I, Part A funded):
The CSDE through the Connecticut Accountability for Beginning Aug. Executive coaching provided to principals in schools with
Learning Initiative, working on school improvement 2005 and the greatest need. Listing of principals, executive coaches
initiatives: continuing and schedules.
• provides executive coaching to principals in schools
with the greatest need
o retired exemplary principals serve as Leaders-in-
Residence in the Department’s School
Improvement and Literacy Unit and provide
assistance to principals of high need schools (Title I
schools in corrective action or restructuring) in
identifying and implementing leadership practices
that are proven to promote student success and an
effective school culture that retains and attracts

34
 effective teachers.
o a teacher-in-residence provides assistance to Beginning Aug. Teacher-in-residence provided assistance regarding
teachers in high need schools on effective teaching 2004 and effective teaching practices to teachers in high needs
practices so they can become highly effective continuing schools. Schedules available.
 Beginning Educator Support and Training Program
(BEST) (state funded):
Through CSDE’s, state funded, Beginning Educator Beginning 1989 Beginning Educator Support and Training Program
Support and Training Program (BEST), implemented in ongoing (BEST) provided support and training to beginning
1989, beginning teachers have opportunities to strengthen teachers.
their knowledge of subject matter and instructional
strategies, enhance their understanding of students as
learners, and begin a process of lifelong learning and
professional growth. This program has assisted special
educators in becoming HQT in content areas.
• District-based: support in year-one of BEST is through
the assignment of a mentor or support team in the District-based support provided in year-one.
teacher's own district. Many districts also conduct
workshops for new teachers that focus on curriculum
and instruction, classroom management and the BEST
program portfolio assessment.
• State-sponsored content-specific seminars: The BEST
Program has developed seminars that are delivered State-sponsored content-specific seminars provided.
through two different modes: "Online" (web-based) Schedules and rosters available
and "In-person" (regional) seminars.
 Connecticut Vanguard Schools Initiative (state and
federal Title I, Part A funded): The Connecticut
Vanguard Schools Initiative, supported with Title I and
state funds, is a public/private partnership designed to March 2006- Vanguard Schools identified.
focus on school reform efforts that have demonstrated November 2008
success in improving educational performance for students
of all backgrounds. The CSDE, in partnership with the
Connecticut Business and Industry Association and SERC,
has put in place a process to identify and recognize
successful schools and have them share their successful
school-improvement strategies with high need schools
(with emphasis on high-poverty Title I schools that have
been “identified in need of improvement). A recognized
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 Vanguard school has ongoing, high quality professional
development that is focused and informed by research and
school/classroom based assessments. Vanguard
Mentoring Partnerships are established with schools that Vanguard Mentoring Partnerships established to share
have been identified as in need of improvement in order to best practices.- Presented to State Board
share best practices, including the provision of content-
specific professional development for the school’s teachers
(including those that are not highly qualified) have resulted
in improved student achievement.
 Early Reading Success (state funded):
State funds assisted in the development of a Blueprint for
Reading Achievement a Report of the Early Reading January 2002 and Module training provided, schedules available and percent
Success Panel. The following modules have been ongoing trained in each PSD report presented to legislature.
developed and are supported by scientifically-based
reading research and reflects the Blueprint: Phonological
Awareness, Oral Language, Explicit Small Group Reading
Instruction, Independent Literacy Practice, The Principal’s
Role in the Instructional Process of Literacy,
Comprehension, Writing and Family as Partners. Training
on these modules has been provided to teachers in high
need, priority school districts where there are large
numbers of poor and minority students, to improve their
effectiveness and success in teaching reading via a train the
trainer model.
 Provision of Professional Development Opportunities
(state and federal funded):
• The CSDE’s Bureau of Curriculum and Instruction Ongoing Content-specific professional development opportunities
provides professional development opportunities to provided. Priority given to high need districts. Schedules
districts that focus upon increasing the subject-matter and rosters available.
knowledge of teachers. One of the responsibilities of
the Department’s content area consultants is to provide
to districts across the state content specific professional
development based upon the state content standards for
all core academic subject areas. Priority is given to
high-need (where the district itself or large numbers of
schools have not met AYP) districts.
• Reading First, along with state Early Reading Success Ongoing Reading First and state Early Reading Success funds

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 funds, provide targeted professional development to provided targeted professional development lowest
our lowest performing schools and districts on literacy performing schools.
modules (Phonological Awareness, Oral Language,
Explicit Small Group Reading Instruction, Independent
Literacy Practice, The Principal’s Role in the
Instructional Process of Literacy, Comprehension,
Writing and Family as Partners) and scientifically
based research programs in reading.
• Professional development is being expanded statewide Ongoing Train-the-trainer model for professional development on
on the literacy modules through a train-the-trainer literacy modules provided. Schedules and rosters
model. The modules reflect Connecticut’s Blueprint available.
for Reading Achievement which defines the knowledge
and skills necessary for teachers to teach reading in the
early grades.
• Improving Teacher Quality State Grants to State Annual grant award Teacher Quality State Grants awarded.
Agencies for Higher Education Ongoing
Connecticut teachers, including teachers teaching in
our high need districts, will participate in activities at
professional development programs selected for grant
funds by the Connecticut Department of Higher
Education. Designed by college faculty and school
teachers and administrators, the projects are supported
by $568,628 in Connecticut Teacher Quality
Partnership Grants. The projects −mostly seminars and
workshops to begin this summer and continue on into
the school year –will upgrade the subject matter
mastery and teaching skills of teachers in history, civics
and government, science, mathematics, and reading.

The projects provide teachers with the latest

knowledge and skills they need to keep up with new
state standards. They are designed by teachers
themselves, working with content experts from
colleges and universities.

The majority of this year’s awards are in science and

mathematics. Proposals were evaluated by three

37
 separate panels of college faculty, teachers and
curriculum specialists. Priority was given to projects
supporting Connecticut’s new curricular frameworks
and content mastery in math, science and literacy.
Selected projects include the following examples:
o Connecticut Center for Science Inquiry Teaching
and Learning Summer 2006 Professional development activities held. Schedules and
o Summer Academy for Integrated Science & rosters available.
Mathematics
o Hartford Elementary School Teacher Enrichment
Programs (high-need district)
o Hartford Elementary Science Professional
Development (high-need district)

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Requirement 4: The revised plan must describe how the SEA will work with the LEAs that fail to reach the 100 percent HQT goal by the
end of the 2006-07 school year.

Question: Does the plan indicate how the SEA will monitor LEA compliance with the LEAs’ HQT plans described in Requirement 2 and
hold LEAs accountable for fulfilling their plans?
Actions/Strategies Timeline Indicators of Success
 CSDE will monitor each district’s work toward achieving November 2006 Districts will submit their plan for achieving the 100
the 100 percent HQT goal: percent HQT goal; CSDE will review plans from all
 CSDE will analyze and report to all districts January 2007 districts and respond in writing to those who fall below
biannually their annual HQT percentage both at the current (2005-06 96%, 2006-07 100%) benchmark;
the district and school level. Districts that fall those districts below the benchmark will be monitored.
below the current HQT will be monitored.
High poverty schools not making AYP will be
identified on this list and receive focused
monitoring by CSDE; December 2006 All districts in need of improvement will submit their
 Districts in need of improvement are required to school improvement plans which must include a section
address the needs of non-HQT within their on HQT.
schools in need of improvement in their district
and school improvement plans.
 CSDE will continue to provide each district
with annual HQT reports. These reports will November 2006 Annual HQT report presented to State Board in
also be presented to the State Board of November 2006.
Education for further action. Connecticut
General Statutes currently allows CSDE to
withhold monies from districts who continue to
employ people who are not certified or who are
teaching out-of-field.
 CSDE will hold LEAs accountable for fulfilling their
plans:
Ongoing HQT plan progress factored into selection process for
 LEA HQT plan progress will be a factor in the
LEA monitoring.
selection of LEAs for further monitoring.
 LEAs who fail to meet their annual measurable Annually/Fall Percentage of Title II funds targeted for HQT initiatives.
objectives will be required to target a
percentage of their Title II funds to support
their highly qualified teacher initiatives.
 A plan for corrective action will be required for
39
 LEAs that do not fulfill their plans and make Annually/Fall Corrective action plans developed and implemented.
sufficient progress.
 Connecticut General Statutes currently allows Annually/Fall Funds withheld as necessary.
CSDE to withhold monies from districts who
continue to employ people who are not certified
or who are teaching out-of-field.

Question: Does the plan show how technical assistance from the SEA to help LEAs meet the 100 percent HQT goal will be targeted
toward LEAs and schools that are not making AYP?
 CSDE will help to place teachers who complete the ARC Fall 2007 ARC candidates will be encouraged to seek positions in
program for special education and international teachers the hard-to-staff schools within districts most in need.
who meet CSDE criteria into those districts not making
AYP. Additionally, the grow-your-own paraprofessional
work will focus on the hard to staff schools in our four
large urban districts, which are Connecticut’s neediest
school systems, who have not made AYP.

 In 2005, 2006, CSDE provided targeted technical Fall 2006 Provide workshops to all beginning teachers in our 4
assistance in the 4 largest urban districts to beginning largest urban districts representing a large number of
teachers to improve their instructional effectiveness in schools not making AYP and that is home to the majority
language arts and mathematics. This assistance resulted of the state’s minority students about effective teaching
not only in larger numbers of beginning teachers passing strategies in language arts and mathematics. Expand
the induction portfolio, but also larger numbers of teachers technical assistance to include differentiated instruction to
scoring at the excellence level. In 2006-2007, this address the needs of culturally diverse, non-English
technical assistance will continue and will expand to speaking students and students with special needs.
include differentiated instruction for culturally diverse
populations, non-English speaking students and students
with special needs.

Question: Does the plan describe how the SEA will monitor whether LEAs attain 100 percent HQT in each LEA and school:
• in the percentage of highly qualified teachers at each LEA and school; and
• in the percentage of teachers who are not receiving high-quality professional development to enable such teachers to become
highly qualified and successful classroom teachers?
 CSDE will monitor each district’s work toward achieving Annual analysis, Annual analysis will focus upon particular courses,
the 100 percent HQT goal: beginning with the including mathematics and science, especially chemistry
• CSDE will analyze and report to all districts biannually 2005-06 data, will and physics. These are all areas of shortage in our state
their annual HQT percentage both at the district and be completed by
40
 school level. Districts that fall below the current HQT Nov. of each year Produce and disseminate annual HQT report to districts
(2005-06 96%, 2006-07 100%) benchmark will be and schools by November of each year as part of the State
monitored. High poverty schools not making AYP will NCLB Report Cards. The HQT report will relate to the
be identified on this list and receive focused current AYP status.
monitoring by CSDE;
• Districts in need of improvement are required to Biannual update Districts provided HQT data twice during the year. HQT
address the needs of non-HQT within their schools in Nov/Jan analysis focused first on districts not meeting the current
need of improvement in their district and school (2005-06 96%, 2006-07 100%) HQT benchmark.
improvement plans.
• CSDE will continue to provide each LEA with annual HQT analysis report presented to State Board in
HQT reports. These reports will also be presented to November.
the State Board of Education for further action.
 CSDE will help to ensure that teachers receive high-quality
professional development that supports HQT goals.
• The LEA Consolidated Application for Federal ESEA
Annually/Fall Consolidated Application reviewed for use of Title II
Grants, which includes Title II, Part A funds, is
funds.
reviewed to ensure that professional development
activities support LEA HQT goals.
• The percentage of teachers receiving high-quality
Annually/Fall Consolidated Application reviewed for HQT performance
professional development is a performance indicator indicator status.
LEAs address in the Consolidated Application.
• Every LEA’s state-required teacher evaluation and Ongoing Teachers receive high-quality professional development.
professional development plan went through a state-
level peer-review process before the plan received final
approval by the Department. The approved
professional development plans are based on the
standards clearly defined in Connecticut’s Guidelines
for Comprehensive Professional Development and
Teacher Evaluation and Common Core of Teaching.
Professional development is provided in accordance
with approved plan.
• National Staff Development Council (NSDC) context, 2007-08 School NSDC standards adopted by State Board of
process and content for professional development Year Education.
standards that improve learning of all students are
being investigated by the CSDE as new standards
which will link to Connecticut’s Common Core of
Teaching. The State Board of Education adoption of
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 these standards will provide teachers with high-quality
professional development to assist them in using
effective teaching strategies that will help close the
achievement gap.
• Every district is required by statute to provide 18 Ongoing District developed professional development plans.
annual hours of professional development that must
aligned with the criteria defined in the Guidelines for
Teacher Evaluation and Professional Development.
• CSDE is investigating increasing the number of 2006-07 School 150 professional development hours required every 5
required professional development hours from 90 to Year years.
150 hours every 5 years.
• LEAs currently assure in their applications for funds
that their Title II, Part A needs assessments are Ongoing Annual needs assessments are conducted and reviewed
annually conducted. CSDE will review needs during CSDE monitoring. LEA program activities are
assessment documents during monitoring. Information based on the defined needs. Statewide professional
from the review of LEAs’ needs assessments will development needs determined.
inform statewide needs. Information and feedback
gathered during the provision of technical assistance by
CSDE school improvement and curriculum consultants
will provide additional information as to professional
development needs.

See attached table named “HR1 Summary Statistics by

Districts”

Question: Consistent with ESEA §2141, does the plan include technical assistance or corrective actions that the SEA will apply if LEAs
fail to meet HQT and AYP goals?
The CSDE, in partnership with the Stupski Foundation and the September 2004 Comprehensive Accountability for Learning Initiative
Center for Performance Assessment, will continue to support and ongoing supported school improvement process.
the school improvement process through the Comprehensive
Accountability For Learning Initiative. Districts that have
been identified as “in need of improvement” and with schools
not making AYP will receive support and technical assistance.

This support will be provided by the CSDE, RESCs and SERC Guidance provided in the development and
staff who are highly skilled educators with experience in implementation of district improvement plans.
42
school improvement. Priority will be given to identified Professional development focused on accountability for
districts receiving Title I funding. Guidance will be provided student learning provided.
in the development and implementation of district District improvement plans addressed deficiencies.
improvement plans. Professional development focused on
accountability for student learning will be provided. District
improvement plans will be required to address the deficiencies
in the district that prevented schools from achieving AYP. In
addition to the required components, the improvement plan
must give consideration to the complex and difficult work of
the district as it relates to the leadership support for schools,
governance and fiscal infrastructures, and curriculum and
instruction. The CSDE will provide technical assistance
regarding the identified districts’ HQT needs and will provide
a HQT plan template to assist the districts in addressing their
HQT needs in their improvement plans.

The Comprehensive Accountability For Learning Initiative

will:
• focus on the district as the primary change agent;
• create a culture of professional learning communities in
schools, in districts, and in the state;
• differentiate support based on individual district and
school needs; and
• increase student achievement for all students.
Identified districts reserve not less than 10 percent of their
Identified districts are required to reserve not less than 10
Title I, Part A funds for high quality professional
percent of their Title I, Part A funds for high quality
development.
professional development for instructional staff that is
specifically designed to improve classroom teaching and
improve content knowledge focusing on those who are non-
HQT. The district must continue to reserve and use these funds
for this purpose during each fiscal year that the districts are
identified for improvement.
August of each year District organizational audits conducted, feedback
High-need districts that have been identified as “in need of
provided and available at CSDE.
improvement” for two consecutive years are offered
organizational audits that will focus on leadership, strategic
43
planning, curriculum and teaching, stakeholder engagement,
effective and efficient processes and accountability.
If necessary by Memorandum of Agreements established.
Districts that have been identified as “in need of improvement” August of 2006
for three consecutive years and have failed to make progress after AYP
toward meeting the annual measurable objectives in section determinations
1119(b)(1) will be required to enter into a Memorandum of made
Agreement with the CSDE that will:

• address the utilization of the professional development

strategies and activities developed in accordance with
section 2141(c)(1); and
• address the hiring of paraprofessionals with Title I, Part
A funds in accordance with section 2141(c)(2)(A,B &
C)

The “ED-Life Initiative” included a legislative budget request Fall 2006 Develop and submit a legislative budget proposal to
to pay an additional $3,000 per year for two years to any increase the incentives for teachers who accept hard-to-
teacher who accepted a hard-to-staff position in an urban staff positions in urban schools.
school. This request was not funded. In 2006-2007, CSDE
will submit a similar budget proposal to the legislature.

In 2006, the Connecticut State Legislature passed statutory September 2006 Placement of TFA candidates in New Haven Public
language that allows graduates of a national corps of teachers Schools in hard-to-staff positions.
such as Teach for America (TFA) to place teachers in the three
largest urban districts; in 2006-2007, 42 TFA graduates will be
teaching in New Haven Public Schools. TFA provides
mentoring and technical assistance to all of its graduates
during the first two years of teaching.

CSDE will seek state funding for cohorts of qualified November 2006 Develop and submit a legislative budget request for state
paraprofessionals to become certified teachers in our urban support of the “grow your own” paraprofessional
and priority districts. Additional state resources will allow for programs to be implemented more quickly and placement
quicker implementation of this “grow your own” program than of certified individuals to occur more quickly in our urban
the original three-year implementation plan. districts.

CSDE will seek funding from the legislature to expand the November 2006 Develop and submit a legislative budget request for state
support to expand the alternate route to certification
44
alternate routes to certification programs in all shortage areas programs, especially in special education focused on the
and begin an alternate route program to attract and prepare urban districts.
teachers of special education in our urban districts, our greatest
shortage area.
November 2006 Develop and submit a legislative budget request to
CSDE will seek state funding to recruit and support the most provide state incentive bonuses and local multi-year
qualified teachers to serve in high poverty areas with large contracts for outstanding teachers in the state’s urban and
numbers of poor and minority students. priority districts.

45
Requirement 5: The revised plan must explain how and when the SEA will complete the HOUSSE process for teachers not new to the
profession who were hired prior to the end of the 2005-06 school year, and how the SEA will discontinue the use of HOUSSE procedures
for teachers hired after the end of the 2005-06 school year (except for the situations described below).

Question: Does the plan describe how and when the SEA will complete the HOUSSE process for all the teachers not new to the
profession who were hired before the end of the 2005-06 school year?
Strategies Timeline Indicators of Success
 All districts will discontinue the use of the HOUSSE 2006-07 Throughout the 2006-07 year, districts must HOUSSE special
process for many teachers not new to the profession by education teachers, and middle grade teachers in multiple
the conclusion of the 2006-07 school year except in subject areas that they will be teaching.
identified areas (English/language arts, mathematics,
and science). CSDE has encouraged all districts to
HOUSSE their non-HQT special education teachers in
two content areas (minimally math and language
arts/English) and all middle grades teachers in at least
two core academic content areas by the end of 2006-
07. This will allow for the maximum flexibility for
involuntary transfer of teachers based on class/cohort
size or based on changes created through the PPT/IEP
process.
 Areas for which the HOUSSE plan will continue to be September 2007 HOUSSE will be phased out in the State of Connecticut for
used after the conclusion of the 2006-2007 year new and veteran teachers with the exceptions of the five
include: identified situations.
• Veteran teachers who return to the profession after
an extended leave due to maternity/family rearing,
long-term illness, etc.;
• Veteran leaders who return to the classroom from
an administrative position;
• Veteran teachers who transfer into a new content
area for which they hold an active certificate;
• Special educators new to the profession who are
HQT in one of the three identified content areas
(English/language arts, mathematics and science)
and use HOUSSE over a two year period to
become HQT in other content areas; or
• Teachers of multiple subjects in rural school
46
 districts who use HOUSSE over a two year period
to become HQT in other content areas.

Question: Does the plan describe how the State will discontinue the use of HOUSSE after the end of the 2005-06 school year, except in
the following situations:
• Multi-subject secondary teachers in rural schools who, if HQ in one subject at the time of hire, may use HOUSSE to demonstrate
competence in additional subjects within three years of the date of hire; or
• Multi-subject special education teachers who are new to the profession, if HQ in language arts, mathematics, or science at the time
of hire, may use HOUSSE to demonstrate competence in additional subjects within two years of the date of hire.
 All new teachers to the profession in the core academic 1990 forward Testing teachers for content knowledge began in Connecticut
content areas will be HQT due to having successfully in 1990. Therefore, all new teachers and those moving into
completed a required state content knowledge Connecticut from another state must pass the state assessment
assessment (Praxis II or ACTFL for world languages) prior to becoming certified with a level II certificate.
for certification. Special education teachers who are
serving as the primary instructor of one or more core
academic content areas must be highly qualified in one
content area upon hire and will then use the flexibility
provision and the HOUSSE plan to become HQT in
other core academic content areas that they teach.

47
Requirement 6: The revised plan must include a copy of the State’s written “equity plan” for ensuring that poor or minority students are
not taught by inexperienced, unqualified, or out-of-field teachers at higher rates than are other students.

See attached – Connecticut’s Equity Plan

48